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Approximate Time Estimates: Trainer Notes (Remove before training.) Approximate Time Estimates: Session 45 minutes ETLP Overview - Increasing Instructional Time & Student Engagement 45 minutes

Effective Teaching and Learning Practices Overview

Working Agreements Be Respectful Be Responsible Be a Problem Solver Be an active listener—open to new ideas Use notes for side bar conversations Be Responsible Be on time for sessions Silence cell phones—reply appropriately Be a Problem Solver Follow the decision making process To say: These will be the Working Agreements we will honor during our training. MO SW-PBS

Attention Signal Practice Select and teach an attention signal. To say: “One of our agreements is to follow the attention signal.” “Your team may need to review the attention signal you have developed.” “In order to get all of you focused after discussions, activities or breaks, I will ________________________.” (Insert your attention signal here.) “Your task will be to finish your sentence, quiet your voice and ____________________________.” (Insert what you want participants to do.)

Introductions Insert an Introductions Activity. To do: Choose an Introductions Activity

Effective Classroom Practices Classroom Expectations & Rules Classroom Procedures & Routines Encouraging Expected Behavior Discouraging Unexpected Behavior Active Supervision Opportunities to Respond Activity Sequencing & Choice Adjusting Task Difficulty To say: This overview session introduces the Missouri Schoolwide Positive Behavior Support (SW-PBS) Effective Teaching and Learning Practices. These practices have been shown to decrease problem behavior and increase academic learning time. Here is the list of research-based effective classroom practices, or the 8 Effective Teaching and Learning Practices.

Session Objectives By the end of this lesson, you will be able to: Explain to others the power of positive and proactive strategies in establishing an effective classroom learning environment. To do: Read the slide. To say: This session will help you be prepared to explain to others the power of positive and proactive strategies in establishing an effective classroom learning environment.

Effective Classroom Management To say: Effective classroom managers are known not only by what they do when misbehavior occurs, but by what they do to set their classrooms up for academic success and to prevent problems from occurring.

Academic Learning Time Up to half the school day, as much as 3 or more hours, can be lost to: Discipline Transitions Collecting/distributing work Other non-instructional activities To do: Read the slide. To say: Academic learning time, or the amount of time that students are actively and productively engaged in learning, is a strong determinant of achievement. However, research continues to demonstrate that in many classrooms, as much as half of the school day can be lost to discipline and other non-instructional activities.

SW-PBS in the Classroom To do: Read the slide. To say: Though it can be as high as 50%, on average, discipline and other non-instructional activities such as taking attendance, announcements, etc., typically account for 30% of the school day. Therefore, it is essential that our SW-PBS efforts extend the positive, proactive, and instructional approaches developed and used schoolwide and in non-classroom settings into classroom practices. Average school day – only 70% of instructional time is actually used for instruction

Increasing the Likelihood of Expected Behavior Effective Teaching and Learning Practices Expected Behavior Unexpected Behavior To do: Refer to the slide. To say: MO SW-PBS has identified eight Effective Teaching and Learning Practices that have been shown to increase the likelihood of expected behavior and decrease unexpected behavior, resulting in an increase in academic learning time.

Effective Classroom Practices Classroom Expectations & Rules Classroom Procedures & Routines Encouraging Expected Behavior Discouraging Unexpected Behavior Active Supervision Opportunities to Respond Activity Sequencing & Choice Adjusting Task Difficulty To do: Refer to the slide. To say: The first four of these eight practices include: 1) clarifying expectations, 2) classroom procedures and routines, 3) strategies to encourage expected behavior, and 4) strategies to discourage unexpected behavior.  These practices impact instructional time–the proportion of time allocated for instruction that actually results in teaching.

Effective Behavior Management Clarify expected behavior Teach and Review Expectations Acknowledge success Correct errors To do: Read the slide. To say: In many classrooms a lack of clear procedures and routines, disruptive student behavior, and lengthy transitions contribute to significantly diminished instructional time. An effective classroom manager will clarify the behaviors needed to be successful in each classroom setting or activity, teach and review those expected behaviors routinely, catch students being successful, and provide immediate, objective correction when behavior does not meet expectations.

Effective Classroom Practices Classroom Expectations & Rules Classroom Procedures & Routines Encouraging Expected Behavior Discouraging Unexpected Behavior Active Supervision Opportunities to Respond Activity Sequencing & Choice Adjusting Task Difficulty To do: Refer to the slide. To say: The final four practices include: 1) active supervision, 2) opportunities to respond, 3) sequencing and choice of activities, and 4) task difficulty.  These practices positively impact engaged time, that proportion of instructional time where students are actively engaged in learning as evidenced by paying attention, responding frequently and accurately, completing work, and interacting appropriately with peers about assigned work.

Effective Classroom Practices Classroom Expectations & Rules Classroom Procedures & Routines Encouraging Expected Behavior Discouraging Unexpected Behavior Active Supervision Opportunities to Respond Activity Sequencing & Choice Adjusting Task Difficulty To say: Together these eight practices impact academic learning time and ultimately student achievement while ensuring a positive learning environment. They represent facets of classroom teaching under the teacher’s control that have been identified as evidence-based practices to maximize learning for all students while minimizing discipline problems.  Implementation of all eight of these practices is critical to the success of SW-PBS at the classroom level.

Antecedent > Behavior > Consequence A – B - C Establish clear classroom expectations. Increase predictability through clear procedures and routines. Teach and review expected behaviors and routines. Use pre-corrects to prompt students about expectations Actively supervise–moving, scanning, and interacting. Provide a high number of opportunities to respond to academic material with high rates of success Increase student engagement with learning and task completion while displaying expected social behaviors. Provide high rates of specific positive feedback. Use a full continuum of positive consequences. To do: Refer to the slide. Point out to participants how much can be done proactively and preventatively to reduce the likelihood of unexpected behavior and increase the likelihood of expected behavior. To say: The Effective Teaching and Learning Practices can act as antecedents; meaning they set the stage, or trigger, appropriate behaviors and maximize the probability of student success. In addition, some of the practices function as consequences, or the resulting event or outcome that occurs immediately following the behavior and impacts future occurrence of the behavior. Consequences serve to increase or decrease the future occurrence of a behavior. Establishing clear classroom expectations, increasing predictability through clear procedures and routines, using a full continuum of positive consequences, creating and teaching a continuum of strategies to discourage unexpected  behavior, actively supervising, providing high rates of opportunities to respond, using activity sequencing and offering choice, and adjusting task difficulty supports increase student engagement, task completion, and learning while displaying expected social behaviors. These behaviors are then followed by a consequence, or outcome: positive specific feedback or effective correction. This sequence sets the stage for a well-managed, positive classroom environment.

Current Classroom Practices Reflect and discuss. What are the current practices in your school to ensure uninterrupted instructional time? Have all teachers clarified expectations and procedures, taught, and shared them with co-teachers, teacher assistants, and substitutes? Do teachers use high rates of encouragement for students displaying expected classroom behaviors, and effective responses when social behavioral errors occur? What are the current practices in your school to support engaged time? What practices are in place to ensure students are on-task, responding frequently, and producing quality work? To do: Refer to the slide. Provide participants with a few minutes to jot down ideas, then direct them to share with a partner or small group. Have some pairs or groups share out and help make connections between current practices and Effective Teaching and Learning Practices. To say: What do you currently do to ensure uninterrupted instructional time? Have all teachers clarified expectations and procedures, taught, and shared them with co-teachers, teacher assistants, and substitutes? Do teachers use high rates of encouragement for students displaying expected classroom behaviors, and effective responses when social behavioral errors occur?  What do you currently do to support engaged time? What practices are in place to ensure students are on-task, responding frequently, and producing quality work?

Effective Classroom Practices Classroom Expectations & Rules Classroom Procedures & Routines Encouraging Expected Behavior Discouraging Unexpected Behavior Active Supervision Opportunities to Respond Activity Sequencing & Choice Adjusting Task Difficulty To say: In subsequent sessions, you will learn more about the MO SW-PBS Effective Teaching and Learning Practices in more detail, providing a description and implementation features of each practice. Finally, there will be a lesson on monitoring use of these practices. Implementation of all eight of these Effective Teaching and Learning Practices by ALL teachers in your building is critical to the success and sustainability of SW-PBS in your building.

Session Objectives By the end of this lesson, you will be able to: Explain to others the power of positive and proactive strategies in establishing an effective classroom learning environment. To do: Read the slide. To say: During this lesson, you learned how to Explain to others the power of positive and proactive strategies in establishing an effective classroom learning environment.

References Reinke, W.M., Herman, K.C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39-50. Scheuermann, B. K. and Hall, J. A. (2008). Positive behavioral supports for the classroom. Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest Publishing. Walberg, H. (1988). Synthesis of research on time and learning. Educational Leadership 45(6), 76-85. Here are the references for this lesson. If more references or resources are needed, you can refer to the reference section in the Missouri SW-PBS Tier 1 Team Workbook available on the Missouri SW-PBS website.

Contact Information Facilitator Contact Information: Email: Phone: pbismissouri.org facebook.com/moswpbs @MOSWPBS MO SW-PBS